Lesson Plan 1

Geometric Vocabulary

Iowa Common Core Standards

HSG.CO.B.7
Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles
are congruent.
HSG.CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the
definition of congruence in terms of rigid motions.

Learning Objective
Following explicit instruction on vocabulary related to triangles, students will be able to
correctly match terms with their definitions.
Following a game related to triangle vocabulary, students will be able to accurately
match terms with their definitions and images.

Learning Goal
Students will understand what makes triangles congruent.
Students will become familiar with geometric vocabulary.

Materials
Whiteboard
Matching Cards
I-am-Who-is Cards
Assessment/Independent Worksheet

Instructional Plan
1. Introduction and Review
a. Begin the lesson by telling students we will be working with Geometry this
week, specifically congruence, similarity, and triangles.
b. Move into a matching activity that will assess what students know about
geometry. Students will have cards with terms and definitions. They will work
as a group matching the terms with the correct definitions. The pairs do not
have to be made in any specific way on the table, as long as the correct
definitions and terms are together. Students should be made aware that they
may take notes on these terms, but they are not required. Terms will include:

i. Congruent: equal in size and length. All angle measures and side
lengths are equal.
ii. Similar: the ratio of any two linear dimensions of one shape will be the
same to any geometrically similar shape
iii. Adjacent: Lying next to each other
iv. Leg: a side of a triangle; one of the sides of a right triangle that is not
the hypotenuse
v. Hypotenuse: the longest side of a right triangle
vi. Angle: the amount of turn between two straight lines that have a
common endpoint
vii. Right Angle: angle that equals 90 degrees
viii. Acute Angle: angle less than 90 degrees
ix. Obtuse Angle: angle greater than 90 degrees, but less than 180
degrees
x. Equilateral: all sides are equal
xi. Isosceles: two sides of equal length
xii. Scalene: three unequal sides
c. I will work through this activity with the students to help with any words or
definitions, specifically reading them properly. Once the students have made
all of their matches, we will discuss any terms that they had difficulty with.
This discussion will be centered on developing tools to help them remember
and differentiate terms.
2. Practice
a. After the review of terms, we will play an I am who is game.
b. The students will be given a group of cards that include a statement starting
with I am followed by a term and a question starting with a Who is
followed by a definition. One student will begin by saying, Who is followed
by a definition. Whichever student has the card with the matching definition
will say, I am with the term. This cycle will continue until we have worked
through all definitions. The first card will be numbered, so that the students
know where to start. The game will go in a cycle so that the first person to
give a definition will be the last person to give a term.
i. Example of an exchange:
Student A: Who is an angle that equals 90 degrees?
Student B: I am Right angle. Who is two sides laying next to each
other?
c. I will play the game with the students. I will provide any prompting necessary
throughout the activity. Prompting will include questions and drawing images
on the board. I will allow for other students to help one another, but not give
answers.
d. I will provide time for students to ask any questions before they begin
independent work.

3. Independent Work/Assessment
a. Students will be given a worksheet related to the terms discussed in class.
This worksheet will include terms and definitions with images. The worksheet
will include a word bank with all of the terms from the lesson.
b. The students will be expected to complete this worksheet during the block.
c. Students are allowed to ask questions related to the worksheet. There should
be no explicit instruction during this time, rather questions to prompt the
students to find the correct answer.
d. This worksheet will close the math lesson for the day.

Lesson Plan 2
Congruent Triangles

Learning Standard(s)
HSG.CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the
definition of congruence in terms of rigid motions.
HSG.CO.B.7
Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles
are congruent.

Learning Objective
After the teacher models note-taking on triangle congruence, students will be able to
correctly identify and define triangle congruence theorems.

Learning Goal
Students will recognize congruence among triangles.

Materials
Document Camera
Template of Theorems and Triangles
Colored Construction Paper
Scissors
Glue
Markers
Template for student definitions and images

Instructional Plan
1. Review
a. Begin the class with a short review on some of the terms covered the day
before. There will be a focus on triangle types and congruence.
2. New Instruction
a. Following the review, we will begin discussing triangle congruence. We
will discuss the five triangle congruence theorems.
i. SSS: (Side Side Side) When three sides of one triangle are equal
to three sides of another.

ii. ASA: (Angle Side Angle) When two angles and the included side of
one triangle are congruent to the corresponding angles and side of
another triangle.
iii. AAS: (Angle Angle Side) When two angles and the non-included
side of one triangle are congruent to the corresponding angles and
side of another triangle
iv. SAS: (Side Angle Side) When two sides and the included angle of
one triangle are congruent to the corresponding sides and angle of
another triangle
v. HL: (Hypotenuse Leg) When the hypotenuse and one leg of one
right triangle are congruent to the corresponding hypotenuse and
leg of another right triangle.
b. We will review these terms using the document camera. I will write out the
theorems and draw triangles that correspond with each of them. These
triangles will not be drawn proportionally because I will be drawing them
free hand, but the markings for congruence will be consistent. During the
instruction I will mark corresponding sides and angles for the triangles that
fit the congruence theorem.
i. Example: Angle-Side-Angle. I will write in on both triangles twoangle measures, noted by the congruent marks. I will then highlight
the corresponding angles with the same color. Then I will mark
corresponding sides with the hash mark for congruence.
I will continue this process for each congruence theorem. I will allow for
any clarifying questions. I will also ask students questions to check their
understanding. Some questions would include:
If this is Angle-Side-Angles, which side would I mark?
If this is Side-Side-Side, does it matter which sides should I mark
with how many hash marks?
If this is Side-Side-Angle, which angles correspond?
3. Creating Foldable Notes
a. After instruction related to Triangle Congruence Theorems, students will
create foldable notes. This foldable will be a resource for students to
access that includes all of the triangle congruence theorems, their
definitions, and images. The students will compile all of this information
into an easy to access foldable.
b. Students will write and draw their own definitions for each section of the
foldable. The students will be given a template to complete the definitions
and drawings so that they fit into the foldable. Students will write
definitions in their own words. I will check students definitions and
drawings to assess their understanding.
c. Instructions for foldable:
i. Fold colored piece of paper in half width way
ii. Cut the top half of the folded paper into five equal strips, stopping
about from the crease of the original fold
iii. Glue the onto the bottom half of the paper

iv. Using a marker, continue the cut line up the of paper to separate
it into the same 5 sections. Additionally, draw a line under each flap
separating the bottom half of the paper into 5 sections.
v. Label the with one of the triangle congruence theorems in each
section.
vi. Cut out the definitions and images from their previously written
notes. Paste them to the corresponding section of the foldable.
vii. Write name on foldable
4. Closing/Assessment
a. When students have finished their foldable I will have them answer two
questions on a half sheet of paper. The questions will be:
i. What is something you learned today that you feel confident in?
ii. What is something you learned today that you feel unsure about?
I will ask students to explain their reasoning. Specifically, I will ask them to
explain the aspect of the lesson they feel confident in. For example, if they
feel confident in the hypotenuse-leg theorem, I will ask them to explain
that theorem to me.
b. I will close lesson by telling students that we will continue with the triangle
congruence theorems tomorrow. We will be manipulating our own
triangles to make them congruent.

Lesson Plan 3
Similar Triangles

Learning Standard(s)
HSG.CO.D.12
Make formal geometric constructions with a variety of tools and methods (compass and
straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).
HSG.CO.B.7
Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles
are congruent.
HSG.SRT.A.2
Given two figures, use the definition of similarity in terms of similarity transformations to
decide if they are similar; explain using similarity transformations the meaning of
similarity for triangles as the equality of all corresponding pairs of angles and the
proportionality of all corresponding pairs of sides.
HSG.CO.C.10
Prove theorems about triangles. Theorems include: measures of interior angles of a
triangle sum to 180; base angles of isosceles triangles are congruent; the segment
joining midpoints of two sides of a triangle is parallel to the third side and half the length;
the medians of a triangle meet at a point.

Learning Objective
Following a mini-lesson on creating congruent triangles, students will create their own
triangles that meet follow one of the four types of congruence.
Following instruction related to similar triangles, students will be able to adjust two
congruent triangles and create similar triangles.

Learning Goal
Students will understand the different types of congruence.
Students will recognize the difference between similarity and congruence.

Materials
Paperclips

Instruction Plan
1. Review
a. Begin class by students drawing triangles that fit the triangle congruence
theorems. Students will use a blank sheet of paper and draw three sets of
triangles from five of the triangle congruence theorems. Student will have
to provide a 1-2 sentence explanation on why the triangles fit the theorem.
Students will be able to use colored pens or highlighters to enhance their
explanations. For this activity, students will not access their foldable notes.
b. Once the students have completed their definitions and drawings, I will
use a fist-to-five method to check their understanding of the concepts. I
will ask students to hold up their hands and show me how confident they
feel in their congruence theorems. A fist means little to no confidence and
a five means full confidence. Depending on the response to the fist-to-five
check, I will review the theorems.
2. New Instruction
a. I will use the document camera to introduce the concept of similarity,
specifically to triangles. I will create two triangles, flat on the table, using
the paperclips. I will create the triangles directly under the document
camera so that all students can see them.
b. After I create the triangles, I will ask the students how I need to adjust my
triangles to make them congruent. I will clarify for them that we are only
focusing on their side lengths for this activity. I will then adjust my
paperclips based on what the students have said. If they are incorrect, I
will prompt them to then come to the correct conclusion.
c. Once I have two congruent triangles, I ask students whether they can tell
me what similar means in geometry. I will prompt them to think back on
our instruction from Lesson 1. I will allow for multiple students to answer. If
they cannot provide the correct answer, I will give it to them.
d. I will then ask students to tell me how to adjust these triangles to make
them similar. If students have trouble giving me instructions, I will prompt
them to think about ratios and fractions. I may have to provide a short
review on fractions for the students.
e. I will create 2-3 more set of triangles out of the paperclips. I will ask
students to help me adjust each set so that they are congruent, then
similar.
3. Practice/Partner Work
a. Students will break up into pairs to continue creating and manipulating
triangles using the paperclips.
b. One student will create a set of triangles out of the paperclips. The other
student will then manipulate the triangle. The students will have to make
similar and congruent triangles out of each pair, but they do not have to do
it in a specific order. The student who is not manipulating the triangle will

be taking notes. The notes should include drawings of each of the sets of
triangles.
c. While each student is manipulating their paperclip triangles, they must be
telling their partner what they are doing and why. For example, if a student
adds two paperclips they should tell their partner that they are doing it and
why. Their reasoning could be something like, I am adding these
paperclips so that this side is the same length as the corresponding side
on the other triangle
d. Students will submit their notes on the triangles after each student has
manipulated two sets of triangles.
4. Closing/Assessment
a. Once all students have submitted their notes, I will use the fist-to-five
method again. I will ask students to rank their confidence in congruence
and similarity. I will then tell them that since we only focused on side
length today, that we will introduce some angle measures tomorrow.
b. I will allow time for any questions the students may have.
c. We will close the class making a t-chart on the whiteboard to compare and
contrast similarity and congruence. I will do this as a whole class, but all
students will need to contribute at least once.
i. Example T-Chart:
Congruence
Both
Similarity
All equal
Geometric
Ratios, not
Shapes
equal
Triangle
Theorems
Discuss Angle
Smaller and
Measures
Bigger, but
Identifier is
same shape
Discuss Side
hash marks
lengths
Identifier is a
swirl line
Relationship
Between two
shapes

Lesson Plan 4
Congruent & Similar Regular Polygons

Learning Standard(s)
HSG.CO.D.12
Make formal geometric constructions with a variety of tools and methods (compass and
straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).
HSG.CO.B.7
Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles
are congruent.
HSG.SRT.A.2
Given two figures, use the definition of similarity in terms of similarity transformations to
decide if they are similar; explain using similarity transformations the meaning of
similarity for triangles as the equality of all corresponding pairs of angles and the
proportionality of all corresponding pairs of sides.
HSG.SRT.B.4
Prove theorems about triangles. Theorems include: a line parallel to one side of a
triangle divides the other two proportionally, and conversely; the Pythagorean Theorem
proved using triangle similarity.

Learning Objective
Following a think-aloud on congruent and similar triangles, students will be able to
identify and construct congruent and similar triangles using both side length and angle
measures.
After students have worked with similar and congruent triangles, they will be able to
identify and create similar and congruent polygons.

Learning Goal
Students will recognize similarity in triangles and regular polygons.
Students will recognize congruence in triangles and regular polygons.

Instruction Plan
1. Angles and Similarity
a. Begin class by reviewing our work with paperclips from the day before.
What made our triangles congruent? What made our triangles similar?
Why? What do we notice about the total sum of the angles in a triangle?

b. I will then use the projector to show students triangles using the program
Geometers Sketchpad. This program allows me to manipulate triangles
on my computer and shows students with the changing angle measures.
c. I will ask the students to tell me how to adjust the triangles to make them
congruent, then similar. Similarly to Lesson 3, I will guide the students in
this activity if they are having difficulty. While the students are giving me
instructions, I will have them give me their reasoning. We will work
through 4-5 sets of triangles.
2. Polygons
a. I will bring the class back together to look at Geometers Sketchpad again.
This time there will be two squares on the screen. I will ask students,
based on what they know about congruence and similarity among
triangles, to help me adjust this square to make it congruent and similar. If
students have difficulty with this, I will prompt them and help them reach
the correct conclusion.
b. I will do the same activity with rectangles and parallelograms. I will do two
sets of each polygon. One set will focus on side length, one with focus on
angle measure. When introducing each shape, I will discuss and provide
the definitions of each polygon. Students will be prompted to take notes on
these definitions so that they can use them in future activities.
c. I will provide time for students to ask a variety of clarifying questions.
3. Independent Practice
a. Following the activity on Geometers sketchpad, I will have students work
with congruence and similarity related to the polygons. The students will
have a choice to either create their own polygons or work with/adjust the
ones in GSP. Students will draw out the different shapes on their own and
identify whether they are similar or congruent and why. These do not have
to be complete sentences
b. Students will be able to use calculators, notes, and each other as
resources for this activity. I will also be available for students to ask
questions.
4. Closing/Assessment
a. I will have students submit their notes when they are finished. I will ask
students to write 1-2 sentences at the bottom of the page to tell me how
they are feeling about similarity and congruence with polygons. I will ask
that they include any question they have that they may not have asked in
class.
b. Students will also complete a summative assessment on similarity and
congruence to close this lesson.